Research Articles (Unit for Distance Education)

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Transformational leadership for sustainable productivity in higher education institutions of Cameroon
(Springer, 2025) Etomes, Sophie E.; Endeley, Margaret N.; Aluko, Folake Ruth
This study investigates the need for transformational leadership in the sustainable development of the productivity in higher education institutions (HEIs) in Cameroon. While institutions always request additional funding, the need for effective allocation and utilization of existing resources is relevant for sustainability. Participants for this study included teachers from state and private HEIs in Cameroon. Correlation and regression models were used to assess the impact of transformational leadership on sustainable productivity grounded in Michael Fullan’s (2011) six secrets of educational change theory. A positive and significant relationship was observed between transformational leadership and the productivity of HEIs. While the practice of transformational leadership was observed more in state-owned HEIs, the impact was more in private than in state HEIs. The mean value for intellectual stimulation for sustainable productivity of higher institutes of learning is higher for the private as compared to that of state institutions showing that intellectual stimulation is more used in private HEIs to improve their productivity than in state-owned HEIs in Cameroon. While the correlational analysis showed that intellectual stimulation has the strongest correlate effect on sustainable productivity, the regression analysis showed that inspirational motivation has more added value to productivity. Based on these fndings, we recommend a leadership model for sustaining organizational productivity, where the essence of the efective practice of transformational leadership is collaboration, especially in the change process.
Institutional practices for inclusivity among students Iin distance learning programme
(University of Venda, 2023) Ooko, Mary Atieno; Ooko, Mary Atieno
In distance learning environments, various institutions have developed and implemented practices that are meant to support learning. However, very scanty literature is available on the inclusive practices in the distance learning modes. Three theories, namely the inclusive pedagogical model, Collaborative Learning Theory and the Independence and autonomy theory were adopted to guide the study. The paper adopted literature review as the methodology. The findings from review of literature indicates inclusive practices adopted in distance education, namely, universal design for learning, use of OpenSTEM Labs, inclusive group work activities, diverse accommodations, inclusive curriculum delivery, inclusive assessment practices, technology inclusion, personalization and collaboration. On the bases of the conclusion of the paper, it is evident that there are various inclusive practices that have been adopted, there is lack of uniformity in the implementation in the distance learning modes. The paper recommends that instructors should adopt cognitive models and learning theories that favour inclusiveness and to recognize the plurality and cultural diversity of learning contexts and students.
An empirical review of a hybrid teacher education programme : lessons from South Africa
(Education Association of South Africa, 2023-08) Aluko, Folake Ruth; Mays, Tony J.; Kruger, Hendri; Ooko, Mary Atieno; ruth.aluko@up.ac.za
Scholars have recommended hybrid learning to combat education problems in emerging economies due to their challenging contexts. It potentially offers a means to address growing demand without sacrificing quality or increasing costs. In this article we report on a new “hybrid” distance teacher education programme in which we sought to address the requirements of new policies (both institutional and national) by combining the blended and distance education approach. We adopted a pragmatic qualitative approach, rooted in a communitarian perspective and distance education theory. Although progressing slower than expected, the programme’s implementation to date has provided lessons that bolster the value of blended learning theory and practice in a hybrid model. The study also highlighted the critical role that the mode adopted for teacher training can play in shaping teachers’ practice. However, to work more effectively in an emerging economy, a more substantial teaching presence is suggested, coupled with modularised and ongoing information and communication technology (ICT) training and support for staff and students as areas for further research.
Shaping open, distance and e-learning in post school education and training : a call for a revised agenda
(University of the Free State, Faculty of Education, 2022-03-04) Aluko, Folake Ruth; Krull, Greig; Mhlanga, Ephraim; Aluko, Folake Ruth
The impact of the COVID-19 pandemic has brought the attention of distance education issues to the fore in a way not seen before. All forms of educational provision and sectors were affected by the pandemic. The aim of this conceptual leading article is to highlight three pertinent issues that need to be taken into account in Open, Distance and e-Learning (ODeL) to ensure the relevance of the Post School Education and Training (PSET) sector in the Fourth Industrial Revolution (4IR) and beyond. Based on a review of the literature, the article highlights three pillars of successful use of technology to enhance quality in PSET, especially in the wake of the worldwide transition to remote teaching and learning. The revised agenda comprises the questioning of previously held beliefs about learning and teaching; the responsiveness of curricula and ensuring the quality of ODeL offerings. It argues that unless traditional beliefs about teaching and learning are questioned and curricula are streamlined to align with the demands of the knowledge society, the value of PSET may be trivialised in a context that is so rapidly changing. It also argues that sound quality assurance mechanisms should be put in place to ensure sufficient depth in student learning experiences, rigour in assessment processes and confidence in graduates by employers and society at large. Using the theory of Connectivism as a lens, the authors provide a framework with some recommendations for sound ODeL teaching and learning practices that are relevant for the demands of the 4IR and beyond. The framework focuses on five pillars, which are foregrounding a student-centred approach; embracing appropriate technologies to support teaching and learning; strengthening the capacity to support success; ensuring appropriate assessment processes and regular curriculum revision and renewal.
Enhancing the digital literacy experience of teachers to bolster learning in the 21st century
(Commonwealth of Learning, 2022-11) Aluko, Folake Ruth; Ooko, Mary Atieno; ruth.aluko@up.ac.za
The interconnected constructs of education in the 21st century cannot be divorced from teacher training. This article reports on the digital literacy experience of teachers amidst the worldwide recommendations of using distance learning and open educational applications to address education during the COVID-19 pandemic lockdown. Altogether, 840 participants were purposively selected from urban, semi-urban, and rural areas in South Africa; 217 completed an online qualitative survey, while 23 took part in three virtual focus-group discussions. Van Dijk’s Resources and Appropriation Theory guided the study. Data analysis involved descriptive statistics and thematic analysis. The findings revealed the gaps between what is expected of teachers and their own realities, besides teachers’ eagerness to be involved in digital literacy. Recommendations include the need to continually align the teacher education curriculum with the country’s skills need and to provide teachers with the required support. Associated directions for further research are suggested.
Promoting the joy of teaching and learning in a diverse world
(Higher Education South Africa (HESA), 2021-10-01) Omidire, Margaret Funke; Aluko, Folake Ruth; Mampane, Motlalepule Ruth
Joy is a feeling that goes beyond happiness, and learning at whatever level should evoke joy in both students and teachers if its goals were to be met. However, the joy of learning may sometimes be totally excluded in a diverse world, especially in emerging economy contexts where issues of equality, equity and social justice are more profound. Using qualitative research methods and the theory of change as the theoretical framework, this study attempts to understand how joy can be promoted in learning despite the major complex diversities that often confront education in such emerging economy contexts. Findings indicate that explicit, implicit and hidden curriculum is key to realising the goals of learning. Furthermore, individuals from diverse settings want to be included in their own education and want their identity, culture, language and life experiences to form part of what is being learned. The participants believe that technology is critical to achieving the joy of learning in the 21st century and beyond. Recommendations include redesigning the curricula at various education levels to make it more relevant and inclusive and returning to the emotional aspects of teaching and learning. Higher education institutions have a critical role to play in achieving a paradigm shift in the training of preservice teachers. We advance further areas of research.
Access for success : exploring affordances theory in a new hybrid model teacher education programme
(Independent Institute of Education, 2021) Aluko, Folake Ruth
Situated within the ambit of Affordances Theory, this paper reports on an empirical and descriptive investigation into a newly introduced hybrid-model teacher education programme in a developing context. The purpose of the study was to examine the extent to which the first two student cohorts availed themselves of the ICT affordances provided by the institution, which could favourably compare to those found in a developed context. The study adopted the sequential explanatory mixed-methods research design. This study involved two phases in which the quantitative data were first collected through surveys, followed by the collection of qualitative data that involved individual interviews, focus group discussions and documents. The participants included students, online tutors and an instructional designer. Findings from both cohorts show students rarely participated online due to diverse reasons, which included limited access to the internet, the cost of bandwidth, technophobia, and inadequate online and academic support. The findings reaffirmed the interdependent relationship between both individuals and the affordances that exist in an environment. If institutions paid adequate attention to the findings, it would help to stem the tide of poor retention rates in this mode of delivery. Further recommendations for research and practice include the need for institutions to provide relevant technology affordances, adequate and relevant student support, and ongoing monitoring of the quality of their programmes to encourage access for success.
Evaluating student support provision in a hybrid teacher education programme using Tait's framework of practice
(International Council for Open and Distance Education, 2021-01) Aluko, Folake Ruth; ruth.aluko@up.ac.za
Effective student support is key in stemming the dropout in distance education. This article reports on the student support provision in a hybrid teacher education programme. Altogether 160 participants were purposively selected; 126 completed a survey, 33 (30 students and 3 administrative staff) took part in six focus group discussions; and one instructional designer took part in a one-on-one interview. Tait’s framework on student support guided the study. The data analysis involved descriptive statistics and thematic analysis. The findings revealed that, although the institution is striving to support its students, areas that need attention include call centre services, tutor support services, tutor-student communication, and funding. Recommendations include the need for providers to pay particular attention to students’ whole experience to ensure effective student support. Further research is needed regarding the contextualisation of each aspect of Tait’s framework; the author suggests some guidelines to guide this process.
A critical review of student assessment practices in distance education in an emerging economy : benchmarking practices against policy
(Routledge, 2020) Aluko, Folake Ruth; Omidire, Margaret Funke; ruth.aluko@up.ac.za
Higher education in emerging economies has taken advantage of several technology affordances for student assessment in the digital era. However, the use of educational technology remains an area of concern in this context because of unequal technology terrain. This issue is more difficult in distance education, where students live in and work in remote areas. Although distance education providers in emerging economies have started to adopt alternative student assessment strategies, their contexts often force them to continue using conventional assessment methods. Against this backdrop, through a pragmatic mode of inquiry, the authors describe a five-phase study in which they identified the student assessment elements in national quality criteria that are rooted in international standards. These elements were benchmarked against the practices at a higher institution, highlighting good practices and inherent challenges. The findings are discussed in light of the transactional distance theory (TDT), with possible implications for assessment in a digital era. Further research areas are highlighted.
Decolonising higher education in Africa : arriving at a glocal solution
(Education Association of South Africa, 2018-11) Mampane, Motlalepule Ruth; Omidire, Margaret Funke; Aluko, Folake Ruth; funke.omidire@up.ac.za
The recent student unrest in South African public higher education institutions highlighted the call for the decolonisation of education across post-colonial countries. This research explored the construct of the “decolonisation of education” through the lens of students of different nationalities across Africa, their perspectives on approaches to the actualisation of a decolonised curriculum, and the applicability of technology in education. Qualitative research methods and the Transformative Learning Theory were employed. Findings show that decolonising education for students means addressing past injustices and marginalisation by valuing and leveraging indigenous languages and culture, while incorporating relevant and cost-effective technology. The authors recommend that decolonisation ought to involve glocal initiatives from the perspectives of young people, where education is foregrounded in indigenous knowledge and integrated international worldviews.
Agile administrative choreographies for multimode education at the University of Pretoria
(Routledge, 2019) Mays, Tony John; Aluko, Folake Ruth; tony.mays@up.ac.za
This paper responds in part to a special edition of this journal (39/ 2) on dual-mode provision. We were concerned that contact providers might drift into distance education provision through extending campus-based online learning without first thinking through the underpinning implications of its administrative systems, an issue that was not addressed in the special edition. Proceeding from a pragmatic and constructivist perspective, while adopting a transactional orientation drawing on systems theory and hermeneutics, this paper focuses on the challenge for administrative staff and systems of the changing nature of provision in terms of both the underpinning learning and business models. Based on experience and reflection, we conclude that the move into dual- and multimode provision is inevitable and that this requires agility on the part of both administrative staff and systems that is often overlooked in planning and review processes.
Applying UNESCO guidelines on mobile learning in the South African context : creating an enabling environment through policy
(Athabasca University Press, 2017-11) Aluko, Folake Ruth
Mobile broadband penetration is growing rapidly in Africa, and it offers vast opportunities for mobile learning. Together with its possibilities is the danger of overlooking standards related to its use. The United Nations Educational, Scientific and Cultural Organisation (UNESCO) has initiated work in this area focusing on African and Middle East (AME) countries. Countries are required to develop their own mobile learning policies. Examining information and communication technology (ICT) in the South African education environment, a qualitative approach is adopted using a literature review to assess the relevance and applicability of mobile learning in the broader education environment. A thematic analysis is used to identify themes from UNESCO’s guidelines, which are compared to the South African environment. Tracing the use of technology by an open distance learning (ODL) provider, an adapted framework was developed for mobile learning. This article argues the need to create an environment that enables sustainable mobile learning provision through policy development.
Designing and developing programmes in open, distance and e-learning
(Unisa Press, 2016-07) Mays, Tony John; tony.mays@up.ac.za
This paper flows from a pre-conference workshop developed and facilitated by the author for the National Association of Distance Education and Open Learning in South Africa (Nadeosa) conference 2017. The paper and workshop explore the nature of programmes generally and the particular challenges of designing programmes for open, distance and e-learning (ODeL), in particular drawing upon the author’s work for Saide, the University of Pretoria and a DEd study in progress exploring the mainstreaming of Open Educational Resources in curriculum practices. Approaching the issue from a non-determinist, interpretivist and transactional perspective, and drawing upon a number of metatheoretical perspectives, but most strongly hermeneutics and systems theory, it is argued that while there is no one right way to develop a programme for an ODeL context, there are a number of questions and perspectives that are likely to provide useful lenses. This argument favours curriculum as an evolving and consultative process rather than a discrete and technical event.
Mainstreaming use of open educational resources (OER) in an African context
(International Council for Open and Distance Education, 2017-10) Mays, Tony John; tony.mays@up.ac.za
The study derives from a multi-year project implemented by OER Africa. The project sought to understand how OER might be used as a catalyst for pedagogical transformation in African universities. Within a non-determinist and interpretivist theoretical framework and an over-arching project methodology of participatory action research, the study made use of an analytical autoethnographic approach to capture and analyse data and to make recommendations. The approach was informed primarily by hermeneutics and systems thinking and involved multiple in-country engagements and the triangulation of information derived from document review, observation and iterative focus group discussions and individual interviews. The key finding of this study is the suggestion that engagement with OER is unlikely to move from being an individual to an institutional focus unless such engagement is aligned with the overall vision, mission and business model of the university.
Deconstructing dual-mode provision in a digital era
(Routledge, 2018-05) Mays, Tony John; Combrinck, M.H.A.; Aluko, Folake Ruth; tony.mays@up.ac.za
Our motivation for a special edition of the journal focusing on dual-mode provision, was in part because we were all initially working in distance education units within conventional institutions and wanted to reflect on our own practices and experiences; but it was also because we were increasingly encountering growth in similar practices in other institutions we were engaging with in forums such as the National Association for Distance Education and Open Learning in South Africa (see http://www.nadeosa.org.za/), the Distance Education Association of Southern Africa (see http://www.deasa.org/), the Distance Education and Teachers Training in Africa biennial conference (see http://www.deta.up.ac.za/) and OER Africa (see http://www.oerafrica.org/).
From evaluation to reflection-on-action : lessons learnt from the impact of a distance education programme
(Unisa Press, 2014) Aluko, Folake Ruth; ruth.aluko@up.ac.za
Reflection-on-action is necessary to derive meaning from one's experiences. This article revisits research data from an elongated study on the impact of a distance education programme on the professional practice of graduates. The study focused on 300 graduates and 128 principals, selected through multi-stage and purposive sampling. The researcher used a mixed-methods research design with specific focus on Kirkpatrick's (1996) and Baldwin and Ford's (1988) training evaluation models. The researcher's curiosity was triggered by the need to understand possible reasons for the participants' views, as these are contrary to the norm. This account indicates a clear institutional policy on quality assurance, practices guided by the policy, an ongoing monitoring of the distance education students' profiles, improved programme design, student support structures, programme design and research focused on programmes as possible reasons. The author argues that higher education practitioners, irrespective of delivery mode, could benefit from the valuable lessons learnt from the exercise.
Going beyond Kirkpatrick’s training evaluation model : the role of workplace factors In distance learning transfer
(Routledge, 2014) Aluko, Folake Ruth; Shonubi, O.; ruth.aluko@up.ac.za
This article emanates from a longitudinal study of the impact of a distance education programme for teacher training on graduates’ job performance, in which the authors built on the findings of a previous pilot study. After using Kirkpatrick’s Training Evaluation Model in a previous study, one of the authors found there to be a strong relationship between graduates’ completion of the programme and their performance at school. However, the model does not probe factors that impede on transfer of learning. Quite a number of the graduate participants indicated that they were faced with this problem. In order to further probe this phenomenon, the authors fused Baldwin’s Transfer of Training Model with the second level of Kirkpatrick’s model by using a mixed-methods enquiry. It became clear that the organizational climate of schools has a strong influence on the transfer of learning in the workplace. Suggestions are presented on how educators and school managers can work together effectively.
Supporting distance education students : the pilot study of a tutorial model and its impact on students' performance
(Unisa Press, 2012) Aluko, Folake Ruth; Hendrikz, Johan; ruth.aluko@up.ac.za
This pilot study investigates the impact of a tutorial model on the performance of distance education students enrolled for an Advanced Certificate in Education (ACE) programme. The aim of the support system is to enhance learning and improve performance. Towards this end, the institution developed a tutorial support system model, which is not dependent on the availability of a tutor, but rather on peer group learning to create a learning environment. The model also depended on carefully designed worksheets. By using a mixed-methods approach, the researchers combined observations, surveys and analyses of student records. Preliminary advantages identified by student participants included clarity of focus, the opportunity to learn from other students, and exposure to the handling of assignment and examination questions. Based on the performance of the first and second cohorts in attendance, one may speculate that students who availed themselves of this opportunity seemed to perform better. Findings from the study suggest that open and distance learning (ODL) institutions will increasingly be differentiated by the support they offer rather than by the material they provide, especially at higher levels of study.
Transactional distance theory and total quality management in open and distance learning
(Unisa Press and Taylor & Francis, 2011) Aluko, Folake Ruth; Hendrikz, Johan; Fraser, William John; ruth.aluko@up.ac.za
Although our perceptions regarding distance education (DE) have changed significantly, there still remains a perceived lack of quality in the development, management and delivery of DE programmes. Unfortunately, DE offered in developing countries depends largely on first and second-generation delivery modes and relies heavily on print as form of information dissemination. Thus, technological drawbacks are often hailed as the main reason for such setbacks. This article discusses the findings of a comparative study involving an education programme that runs as both a contact and a distance programme. The assessment indices include access, delivery and output, while the Transactional Distance Theory is adopted to ascertain the extent to which the theory accounts for excellence in a given programme. Findings clearly support the importance of the relationship between dialogue, structure and autonomy. However, the researchers proffer that the Transactional Distance Theory should apply not just to learning material, but to the totality of a given programme. Finally, suggestions on enhancing the total quality of programmes in this context include: the introduction of generic courses; provision of bursaries; introduction and decentralisation of pre-orientation programmes, provision of quality learning material; and workable tutoring and counselling systems.
Some interfaces in conventional and distance education programmes in a postmodern context
(Unisa Press, 2008) Aluko, Folake Ruth; Fraser, William John; Hendrikz, Johan; william.fraser@up.ac.za
This article emanates from a comparative study of the quality of a B.Ed. (Hons) programme in contact and distance contexts in a dual-mode institution, in terms of access, delivery and output. Both versions of the programme are guided by a similar underpinning philosophy that drives its ethos. Even though it appears that there may be no prominent discrepancies between the two modes of training delivery, institutions that decide to venture into rural areas are faced with challenges that have to be sorted out if the quality of a given distance education programme is to be enhanced. Also, there is the need for institutions to distinguish between academe that are interested in distance education and those that are not in order to improve on their research status. Finally, suggestions are proffered on how institutions in an African setting can improve the quality of their programmes.

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